Alexander, K., Entwisle, D., & Olson, L. (2001). Schools, achievement, and inequality: A seasonal perspective. Educational Evaluation & Policy Analysis, 23 (2), 171–191.
Alexander, K., Entwisle, D., & Olson, L. (2007). Lasting consequences of the summer learning gap. American Sociological Review, 72 (2), 167–180.
Aud, S., Hussar, W., Planty, M., Snyder, T., Bianco, K., Fox, M., Frohlich, L., Kemp, J., & Drake, L. (2010). The condition of education 2010 (NCES 2010–028). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
August, D., Branum-Martin, L., Cardenas-Hagan, E., & Francis, D. (2009). The impact of an instructional intervention on the science and language learning of middle grade English language learners. Journal of Research on Educational Effectiveness, 2 (4), 345–376.
August, D., & Shanahan, T. (2006). Synthesis: Instruction and professional development. In August, D. & Shanahan, T. (eds.), Developing literacy in a second language: Report of the National Literacy Panel, pp. 351–364. Mahwah, NJ: Lawrence Erlbaum.
Bardovi-Harlig, K., & Stringer, D. (2010). Variables in second language attrition. Studies in Second Language Acquisition, 32 (1), 1–45.
Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
Biancarosa, G., Bryk, A. S., & Dexter, E. R. (2010). Assessing the value-added effects of literacy collaborative professional development on student learning. Elementary School Journal, 111 (1), 7–34.
Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., Livey, T. J., & White, C. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39 (2), 188–215.
Carver, R. (1994). Percentage of unknown vocabulary words in text as a function of the relative difficulty of the text: Implications for instruction. Journal of Reading Behavior, 26 (4), 413–437.
Chall, J., & Jacobs, V. (2003). Poor children's fourth-grade slump. American Educator, 27 (1), 14–17.
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34 (2), 213–238.
de la Fuente, M. (2006). Classroom L2 vocabulary acquisition: Investigating the role of pedagogical tasks and form-focused instruction. Language Teaching Research, 10 (3), 263–295.
Entwisle, D., Alexander, K., & Olson, L. (1997). Children, schools and inequality. Boulder, CO: Westview Press.
Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Fukkink, R., Blok, H., & de Glopper, K. (2001). Deriving word meaning from written context: A multicomponential skill. Language Learning, 51 (3), 477–496.
Fukkink, R., & de Glopper, K. (1998). Effects of instruction in deriving word meaning from contexts: A meta-analysis. Review of Educational Research, 68 (4), 450–469.
Heyns, B. (1978). Summer learning and the effects of schooling. New York: Academic Press.
Kieffer, M. (2008). Catching up or falling behind? Initial English proficiency, concentrated poverty, and the reading growth of language minority learners in the United States. Journal of Educational Psychology, 100 (4), 851–868.
Lawrence, J. F. (2009). Summer reading: Predicting adolescent word learning from aptitude, time spent reading, and text type. Reading Psychology, 30 (5), 445–465.
Lawrence, J. F. (in press). English vocabulary learning trajectories of students whose parents speak a language other than English: Steep learning and deep summer setback. Reading and Writing: An Interdisciplinary Journal, doi: 10.1007/s11145-011-9305-z. Published online by Elsevier, March 27, 2011.
Lawrence, J. F., White, C., & Snow, C. E. (2010). The words students need. Educational Leadership, 68 (2), 22–26.
Lutkus, A. D., Rampey, B. D., & Donahue, P. (2005). The nation's report card: Trial urban district assessment reading 2005 (NCES 2006-455). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
Min, H. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58 (1), 73–115.
Muthén, L. K., & Muthén, B. O. (2007. Mplus: Statistical analysis with latent variables. Los Angeles, CA: Muthén & Muthén.
Nagy, W., & Scott, J. A. (2000). Vocabulary processes. In Kamil, M., Mosenthal, P. B., Pearson, P. D. & Barr, R. (eds.), Handbook of reading research (vol. III), pp. 269–284. Mahwah, NJ: Lawrence Erlbaum.
National Institute of Child Health and Human Development [NICHD]. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NICHD 00-4769). Washington, DC: U.S. Government Printing Office.
Proctor, C., Dalton, B., Uccelli, P., Biancarosa, G., Mo, E., Snow, C. E., & Neugebauer, S. (2009/2011). Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders. Reading and Writing: An Interdisciplinary Journal, 24 (5), 517–544. [Online publication 2009, print publication 2011.]
Singer, J., & Willett, J. (2003). Applied longitudinal data analysis: Modeling change and even occurrence. New York: Oxford University Press.
Snow, C. E., Lawrence, J. F., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2 (4), 325–344.
Suárez-Orozco, C., Suárez-Orozco, M., & Todorova, I. (2008). Learning a new land: Immigrant students in American society. Cambridge, MA: Belknap Press.
Townsend, D., & Collins, P. (2009). Academic vocabulary and middle school English learners: An intervention study. Reading and Writing: An Interdisciplinary Journal, 22 (9), 993–1019.
Uchikoshi, Y. (2006). English vocabulary development in bilingual kindergarteners: What are the best predictors? Bilingualism: Language and Cognition, 9 (1), 33–49.
Vaughn, S., Martinez, L., Linan-Thompson, S., Reutebuch, C., Carlson, C., & Francis, D. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies. Journal of Research on Educational Effectiveness, 2 (4), 297–324.
Verhallen, M., & Schoonen, R. (1993). Lexical knowledge of monolingual and bilingual children. Applied Linguistics, 14 (4), 344–363.